Anatomage virtual dissection versus traditional human body dissection in anatomy pedagogy: insights from Ghanaian medical students

Background: Although traditional human body dissection has been the mainstay method for gross anatomy pedagogy, the popularity of virtual teaching methods has increased in recent years. The Anatomage table offers a life-size digital representation of the human body and allows visualization, manipulation, and virtual dissection. This study investigated the perception of medical students towards virtual dissection vis-à-vis traditional dissection in anatomy pedagogy. Methods: The cross-sectional survey included medical students at the University of Ghana who completed an internet-based questionnaire administered using Google^® Forms. The questionnaire comprised 20 close-ended questions that solicited information on demographics, experience with traditional human body dissection and virtual dissection, and perception of virtual dissection. Data was summarized as frequencies and percentages with 95% confidence intervals. Results: Of the 297 participants, 295 [99.4% (95% CI = 97.3–99.9)] participated in human body dissection from which 93.2% had a positive and 6.8% had poor experiences. Whereas 223 [75.1% (95% CI = 69.7–79.8)] of the participants would participate in dissection again given the opportunity, 74 [24.9% (95% CI = 20.2–30.3)] were unwilling. Of 297 participants, 205 [69.0% (95% CI = 69.7–74.2)] had used Anatomage table, while 92 [31.0% (95% CI = 25.8–36.6)] had not. About 68% (95% CI = 60.8–74.0) of the 205 agreed with the relative ease of operation and use of the Anatomage table compared to traditional human body dissection while 9.4% disagreed. Inadequate operational skills [51% (95% CI = 48.9–53.4)] and limited accessibility [39% (95% CI = 35.2–42.3)] were limitations to Anatomage use. 66.8% (95% CI = 59.9–73.1) of participants agreed virtual dissection had a positive influence on learning anatomy while 6.6% disagreed. Of the 205, 87.9% (95% CI = 82.3–91.8) discouraged virtual anatomy dissection completely replacing traditional human body dissection. Conclusion: Virtual dissection is an effective supplement to traditional body dissection but not a replacement. Its use alongside traditional methods improves anatomy learning. Integrating technology into anatomy education will enhance student engagement and learning.